Practicing the Five Canons of Rhetoric For Students by Students A collection of exercises on Invention, Arrangement, Style, Memory, and Delivery Edited by Anya Luscombe and Hannah Nonnenberg Luscombe A. and Nonnenberg H. (2015). (Eds.) Practicing the Five Canons of Rhetoric. PDF. This work is licensed under the Creative Commons Attribution-NonCommercialShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. 2 PRACTICING THE FIVE CANONS OF RHETORIC Contents Why this booklet? 5 Invention 6 Word Association Mind Mapping Fallacies Paradigms in Class Persuasion in Movies Kid for a day Fallacies during your day Arrangement 8 What am I talking about? What did you do last night? Practicing a speech Style 9 Headlines Sell your telephone Social Media Rewrite dullness News around the world Drama Drama Favorite song Double Translation and Metaphrasis combined Memory 12 Memory Delivery 13 The pen is mighty Rhetorical speed dating Comedians and delivery Quick Chess Debating PRACTICING THE FIVE CANONS OF RHETORIC 3 4 PRACTICING THE FIVE CANONS OF RHETORIC Why this booklet? Teaching Rhetoric for several years, I increasingly saw how each student has his or her own personal struggle with one or more of the five canons. By making them think about how they could turn the difficult matter into their own creative exercises I made them embrace their struggle and in the process did not have to devise many different exercises myself or each year follow the exercises in the textbook which frankly weren’t always very appealing. Students perform better when they have the ability to influence their own learning 1; besides, no teacher has a monopoly on good ideas. Coming up with their own progymnasmata, or elementary exercises2, is not easy. But if low-stakes, then this is precisely the type of homework assignment in which critical thinking is fostered, creativity stimulated and individual comfort zones breached. Students should ask themselves ‘What would I still like to learn or practice?’ and ‘How do I phrase the activity instructions so that others will understand it?’ After writing the activity instructions and doing the activity themselves they should reflect on how well it went and what they might do differently a next time. The activities my students devised and tried in or outside of class have in turn been adapted by other classes or to suit different situations. I was surprised and delighted by the originality and diversity (some simple, some challenging) of the students’ ideas and did not want to save those ideas for myself. So this booklet contains a selection of them. The time duration starts from only a couple of minutes up to an entire day of practice. The estimated times are pointed out in the beginning of each exercise. Anya Luscombe, PhD Middelburg, The Netherlands, August 2015 Margolis , H. and McCabe P. (2006). “Improving self-efficacy and motivation: What to Do, What to Say” Intervention in School & Clinic, March 1, 2006, EBSCO Host 2 The progymnasmata were preliminary exercises devised to help students of rhetoric create and perform oratory. There are fourteen progymnasmata: fable, narrative (tale), chreia, proverb, refutation, confirmation, commonplace, encomium, vituperation (invective), comparison, impersonation, description, thesis, defend/attack a law. See Silva Rhetorica, Brigham Young University. http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Progymnasmata.htm In addition to those progymnasmata, students were also encouraged to do translation, imitation and paraphrasing of texts as means to develop copia. 1 PRACTICING THE FIVE CANONS OF RHETORIC 5 Invention (Inventio) Invention is the first of the five canons of Rhetoric and concerns finding the available arguments on an issue. The heuristic methods of invention (including dissoi logoi, kairos, stasis theory and the topics) can also be used to find an issue in the first place. Nowadays we might classify ‘brainstorming’ and ‘mind-mapping’ as means of inventions too. Aristotle described three types of persuasion: logos (logical), ethos (ethical) and pathos (emotional). Word association (5 min) Invention is the process of developing and refining arguments. Invention deals mostly with the generation of arguments. Style deals more with generation of appropriate words. One idea can have many words “surrounding” it that in some way or another relate to that idea. Generating a list of these words can help a rhetor carefully formulate one’s discourse. Within about five minutes think of an idea that interests you and list 25 of its surrounding words. Mind mapping (30 min) Search on the Internet for 3 different sites that explain what mind mapping is and how/why mind mapping is done and why it is useful (especially for students). Briefly summarise their explanations and then make a mind map on something related to rhetoric. Fallacies (30 to 60 min) Write a speech about something that is fundamentally untrue by using as many fallacies as possible, and basing the arguments mainly on pathos instead of logos. Try to establish some situational ethos beforehand. For example, you could defend the ‘fact’ that people of royal descent have blue blood. 6 PRACTICING THE FIVE CANONS OF RHETORIC Paradigms in Class (30 to 60 min) Look for a paradigm which is prevalent in one of your courses, explain what it is and try to criticize it. See if you can find any questions that can't be answered in this paradigm and problems that occur. Persuasion in Movies (30 min) The art of persuasion is not only used in debates or public speeches, but also in marketing, for example the marketing of a film. Choose a film of which you can analyze the poster and its trailer. Elaborate on why you chose this specific film and then note down all the techniques that you notice and explain why these are helping to persuade the audience. Kid for a day (1 to 3 hours) Those with younger brothers and sisters probably know what it is like to be blamed for everything going wrong in the household, to always be the one who has to do the housework and never receive any appreciation for it. Young children seem to have an instinct to appeal to grown-ups, especially their own parents, to get what they desire. Analyse the way in which young children persuade others to get what they really want. Do they unconsciously use rhetoric for this? If yes, to what extent do they appeal to logos, ethos and pathos? Use academic sources and describe your own experiences. Fallacies during your day (one day) As a rhetor, you have to be prepared to analyze arguments used by others on the spot (kairos!), and spot any fallacies or rhetorical constructs like enthymemes and appeals to pathos. Practice this by analyzing every form (or as many as possible) of persuasion you come into contact with throughout an entire day. What kinds of arguments were used? Were they fallacious? Were you able to refute the arguments? Preferably pick a day on which you are out ‘in the world’ a lot. PRACTICING THE FIVE CANONS OF RHETORIC 7 Arrangement (Dispositio) Arranging and organizing your arguments to help make your case as efficiently and effectively as possible. What am I talking about? (10 to 30 min) Get together with a partner or small group. One person starts telling a story, describing a societal matter, or anything like that. Do it in a very unorganized way. For example start with small details that do not matter, and slowly come to the greater facts. The person that guesses first what the presenter is talking about can go next. What did you do last night? (5 min, multiple times day) Whenever you meet someone over the day, and they ask you what you did last night/week/summer try to always tell the same story. But mix up the events, and order how you tell the story. Try to find the most exciting/boring/informative/elaborate…. way of telling about your experience. What matters when it comes to telling a story and making it interesting to different audiences? Practicing a speech (30 min to 3 h) When you practice a speech or presentation subdivide the presentation into different chunks of coherent and logical bits of information. Try to have small stories within the one big storyline. Try to mix those chunks up, and still keep going to create a logical storyline. Attention: this exercise might not be useful for some students, as improvisation is not everyone’s cup of tea. 8 PRACTICING THE FIVE CANONS OF RHETORIC Style (Elocutio) Using figures of speech and other rhetorical techniques to best present your arguments. Headlines (5 to 15 min) Find five recent news headlines and type them up. Paraphrase each of them three times while using a combination of two style figures that should also be identified. Use different style figures for each headline. Sell your telephone to the local bus company (15 to 30 min) Give four descriptions of an object close to you. It does not matter what object this is. Every description should be different, since they have a different audience and a different rhetorical situation. All descriptions should be between 100 and 200 words. Situation 1: The object is part of an exhibition in an art museum. Give a description of the object on display for the catalogue of the museum. Situation 2: The object is being sold by the company you work for. Give a description of the object for an advertisement. Situation 3: You are writing an exordium (the introduction to a speech) about this object. Give a description in which you explain why this object is so useful and amazing. Situation 4: You are writing a text about this object to explain why it should be forbidden. Give a description in which you explain why this object is so horrible and why it should be forbidden. PRACTICING THE FIVE CANONS OF RHETORIC 9 Social Media (30 min) Social media is a big part of almost everyone’s daily life; a majority of our time on the Internet is spent on sites like Facebook and Twitter. Twitter really limits your word count as you only have 140 characters per tweet, you have to be concise and creative when tweeting. In 140 characters or less, try to explain the following concepts in an accurate and concise matter, not compromising on the meaning of the word. Situated ethos, enargeia, kairos, common topics, deduction, enthymemes, partition, periphrasis, compound sentence and textual presentation (or any word you are struggling with in understanding and or applying). Rewrite dullness (30 min) The aim of this assignment is to play with words. Pick an interesting, though dully written, policy paper, legal document, bus timetable, etc., and rewrite it. The idea is to make use of the power of words to turn it into a nice read. The article needs to remain informative, but adapt it conform your understandings of fitting and pleasant language. News around the world (30 min) Survey at least three newspaper articles on the same subject from three different countries. Write down a list of similarities and differences in the facts about the story. Note differences in style. Now take a new subject and/or article from one country and try to rewrite it fit for another country. Drama Drama: Psycho thriller turns into romantic love story (10 to 60 min) Pick a fragment of a book/story written in the 1st person. Either you open the book at any random page or you choose a scene in the book. Depending on how much time you have, you can start with only one paragraph, or an entire page. Paraphrase a situation or description so that the meaning still is the same. Try to not change the 1 PRACTICING THE FIVE CANONS OF RHETORIC 0 events or story, but the feeling, tone, and style instead. You can, for example, rewrite the fragment adding different style figures for dramatic effects, or base it on hyperboles. Favorite song (30 to 45 min) Take the lyrics of your current favorite song (it has to contain lyrics). Is there something in the text that makes you like the song? Think about Pathos (appeal to your emotions), ethos (very good reputation), or kairos (moment in your life where the music plays a sensitive role). After your analysis, go through the lyrics and analyze the song for stylistic figures and tropes. How many can you find? 1) For this Rhetorical Exercise it would help if you find a song where you understand the lyrics, and they play an influence on why you like the music. 2) Follow up: now you can imitate the style used in the song, and paraphrase parts of the song or come up with your own lyrics. Double Translation and Metaphrasis combined (30 min to 60 min) First, find a poem you really like in your first language (about one page long) and then translate it almost literally to a second language, creating prose. Secondly, adapt this prose in such a way that it becomes a poem. Thirdly, translate this poem almost literally to your first language again. Finally, adapt this prose to become a poem again, and see how similar it is to the original. PRACTICING THE FIVE CANONS OF RHETORIC 1 1 Memory (Memoria) Learning and memorizing your speech and stock of arguments to enable you to deliver it without notes. Memorized words, quotes, literary references and facts can all be used in impromptu speeches. We can call this ‘practiced improvisation’. Memory (30 to 90 min) In the following a memory game is explained, done by as two students. In order to play this game, you have to match the example sentences their with appropriate style figure name. To make the game even challenging, more we decided to each make our own set of the thirty style figures. By playing the game you learn how style figures work in sentences and you learn how to recognize them. The hardest thing about this portfolio assignment was coming up with the example sentences. We decided to make a Christmas edition, so all the sentences are Christmas-themed. After we finished making the game we played it together, which was quite difficult, but fun, and definitely educational. It definitely helped me to get a better grasp on the style figures, which I think will be beneficial in other courses. 1 PRACTICING THE FIVE CANONS OF RHETORIC 2 Delivery (Pronuntiatio) Practicing how you deliver your speech using pausing, timing, gestures, pronunciation, and tone of voice. The pen is mighty (10 minutes) Try to read a script with a pen in your mouth. This will force you to focus on your articulation, speed and volume. The lesson that this game teaches is that it is very helpful to always talk like there is a pen in your mouth when you have to perform. Many people have the tendency to talk too fast in front of an audience. However, you have to keep in mind that for your audience it is the first time that they hear what you say. By talking like you have a pen in your mouth, you make sure that you do not talk too fast, and you articulate well enough. Rhetorical speed dating (20 to 30 minutes) Form two circles, an inner and an outer. Each person faces a partner from the other circle and has one minute to convince the partner of his/her standpoint. This could be on a predetermined topic where each argues for one side or on separate topic, e.g. the speech they will be giving for a grade later in the semester. Once both have had their turn, the outer circle moves up one person so each has a new partner to give the speech to. And so on, repeat the procedure as often as desired. This activity is ideal for large groups as it takes just 6 minutes for each student to practice three times and is so much more efficient than each class member going consecutively. Besides, this way the instructor isn’t thought to be listening and judging, making it easier to make mistakes and improve the speech each time. PRACTICING THE FIVE CANONS OF RHETORIC 1 3 Comedians and delivery (60 to 80 min) Since comedians are professional speakers they should be practiced in delivering a speech. Watch shows of famous popular comedians and their delivery. Specifically pay attention to, and analyse their body language while delivering their show. Quick Chess Debating (By: P.F.G. Suurmeijer) (90 minutes) Quick Chess Debating (QCD) is a quick high pace form of one-on-one debating that ads a new layer of strategy and improvisation to debating. The main difference with conventional one-on-one debating is that QCD uses a chess clock to replace the moderator. In QCD there are three parties involved: Protagonist, the protagonist is one of the debaters. This debater will be arguing for the motion. Antagonist, the antagonist is one of the debaters. This debater will be arguing against the motion. Judge (can be more than one person), the judge presents the motion for the debate in the beginning and introduces both speakers. The judge, as an unbiased party, sets the chess clock before the debate. The judge (as the name suggests) judges the debate and decides at the end which debater won the debate. Main rules: The protagonist and antagonist receive the same amount of speaking time. Both debaters get the same amount of minutes to speak indicated on their chess clock. Once the flag of a speaker falls the judge taps the table signalling that the debaters’ speaking time is up. That speaker gets the chance to finish his sentence if necessary after which he or she hits their time button one final time. The protagonist gets the first chance to speak. The debate starts by the antagonist asking whether the protagonist is ready to start. Once the protagonist 1 PRACTICING THE FIVE CANONS OF RHETORIC 4 says he is ready, the antagonist presses the button on his side of the chess clock, starting the speaking time of the protagonist. The third time a speaker consecutively presses his time button without adding to the debate, that speaker automatically loses the debate. It is possible that a situation arises in which one or both speakers do not know what to say and keep hitting their time button on the chess clock without really adding anything to the debate. An example would be: The protagonist is speaking. He finishes what he has to say and hits his time button. Without speaking the antagonist hits his time button. As a response the protagonist hits his time button again. The antagonist hits his time button again without speaking. As a response the protagonist hits his time button again. As a response the antagonist hits his time button one last time without speaking. In this case the antagonist would automatically lose the debate because he or she hit their time button three consecutive times without adding to the debate. (In an exercise situation the opposing debater will keep track of the speaker’s time. In this case while one debater is speaking the other debater is looking at his flag. If a flag falls during the debate the opposing speaker taps the table to signal the end of the other debater’s speaking time.) Adding to the debate: speaking at least a coherent sentence relevant to the debate. Antagonist: Debater arguing against the motion Chess clock: A two-dial clock often uses in chess games Exercise situation: An ‘informal’ debate in which the judge is absent Flag: The marker on the chess clock that signals when ones time is up Judge: Mainly moderates and judges the debate Protagonist: Debater arguing for the motion Speaker: The debater that is speaking at a given time Speaking time: The total amount of minutes that both debaters have to speak PRACTICING THE FIVE CANONS OF RHETORIC 1 5 Time button: The button on top of the chess clock used to make the speaking time of the other debater commences. Both debaters have their own time button on their respective side of the chess clock. With thanks to the following students: Amber Zegers, Beau Huijsse, Britt Wouters, David Esmijer, Fanny Mojet, Helena Nijtmans, Isabel Hageman, Joost Verheggen, Julia Andriessen, Jurian Bazen, Jurian Sandvoort, Maartje Stroo, Natalie Jubien, Nilo Daniel, Pepijn Suurmeijer, Renske Peterse, Sarah Mullié, Tchyn Lang Laure Ho, Teuntje Doormalen, Yonna Kuipers, Kirsten Schaafstra, Nicole Oetke, Femke Koekkoek and all those who have taken ACC120 at UCR over the past few years. 1 PRACTICING THE FIVE CANONS OF RHETORIC 6